student attendance and truancy · elementary schools data included in truancy count the rules for...
TRANSCRIPT
Student Attendance andTruancy
Committee of the Whole
June 15, 2010
Objectives
Demonstrate the importance of goodattendance
Explain State laws and District Policiesregarding attendance and truancy
Explain new changes to truancy accounting andits impact
Discuss attendance goals and strategies toimprove attendance
Best Practices – Wilmington MS
Importance of Attendance
Academics Correlation between good attendance and
academic success
Law Compulsory Education Law
Truancy Mandates
Average Daily Attendance (ADA) Revenue
Poor Attendance Impedes AcademicSuccess
Absence from school for any reason hasnegative consequences Loss of instructional time
Absenteeism at every grade level hindersacademic advancement
Chronic absence in Kindergarten is associated with loweracademic performance in 1st grade among all children, and
most significantly for Latino youth.(Hedy Chang, 2009)
Predictors of DropoutMiddle School
(Balfanz, Neild, and Herzog, 2007)
6th graders with even one of the following four signalshad at least a three in four chance of dropping outof high school:
A final grade of F in mathematics
A final grade of F in English
Attendance below 80 percent for the year
A final “unsatisfactory” behavior mark in at least oneclass
Students with more than one signal had an even higherprobability of dropping out within six years
“What Matters for Staying On Track and Graduating in Chicago Public Schools” (July 2007)
Compulsory Education Law
The Compulsory Education Law(EC 48200) in California statesthat it is the responsibility of everyparent to assure that every childbetween the ages of 6-18 attendsschool everyday and on time.
Financial Impact
• (ADA) revenue from the state is the primary source ofincome for LAUSD ($32 per student).
• Absence for any reason reduces this revenue.
• Last year, the District lost $224 million in state fundingdue to absences.
• If the overall district in-seat attendance rate wasincreased by only 1 %, the district would gain $36.6million in additional revenue.
Attendance Accounting Practices
Each day a student is absent, upon his return toschool, the absence must be cleared and adesignated numerical reason code must be enteredin ISIS.
The reason codes are used to distinguish betweenexcused and unexcused absences
Ed Code dictates whether an absence is excused orunexcused
Absence/Tardy/Early LeaveReason Codes
Absence/Tardy/EarlyLeave Reason
CodesReason Code Explanation of Absence/Tardy/Early Leave
2 Unexcused • Running errands for family• Vacations or trips• Unverified illness• Family emergency• Transportation problems• Inclement weather• Babysitting• “Take Your Child to Work Day” (without
principal approval)• “Extended Funeral Absences ” (without
principal approval)
3 Truant • Truant –Absent from class without school orparent/guardian permission.
0 Uncleared • No note, school attempted to obtainverification
Truancy Definition (EC 48260)
Students are identified as truant when they are“absent without a valid excuse three full days inone school year or are tardy for more than any30 minute period during the school day withouta valid excuse on three occasions in one schoolyear, or any combination thereof.”
Truancy Notification (EC 48260.5)
Upon a pupil's initial classification as a truant,the school district shall notify the pupil'sparent or guardian, by first-class mail or otherreasonable means.
(Notice of Truancy Letter)
Reasons for Truancy
Boredom
Lack of supervision
Disconnect Instruction
School staff
Peer group
Parent permission Family emergency, extended vacation, bad
weather, babysitting younger siblings, etc.
2009-10 Truancy Accounting
Truancy data was not calculated for elementary
schools because electronic reporting was only
available for secondary schools
Calculation for truancy included absent codes 0 (nonote) and 3 (absent without parent or schoolpermission)
Absences with a code 2 (unexcused) were notincluded in the truancy calculation and reporting
Effective July 1, 2010:
Elementary schools data included in truancy count
The rules for counting truants will now include codes:
0 = no-notes
2= unexcused absences
3= truants
Absences that remain uncleared for 10 days will becounted as unexcused
Automate the Notice of Truancy letter to ensureparents are notified if their child is truant
How will this be impactful?
More accurate reporting of the District’s truancy rate
Ability to align resources to address the problem
Early identification of truants
Early implementation of interventions to assiststudent/families
Early parent notification
Parents contacting school
Parent conferences
Compliance with Ed Code and District policy
Accurate accounting will result in a significantincrease of LAUSD’s truancy rate
Truancy Rates in LAUSD
Number ofTruants
TruancyRate
2005-06 65,423 8.34
2006-07 45,828 6.52
2007-08 43,698 6.39
2008-09 39,342 5.39
2009-10 as of 5/19/10* 172,516 25.43
*Estimated truancy rate, includes elementarystudents
• Ensure accurate Period by Period Attendance• Implement school site attendance plan• Utilize team-based approach• Coordination of services• Attendance incentive programs• Provide Professional Development• Use of Data to drive decisions• Encourage and support Parent Engagement
Strategies to Improve Attendance
Strategies to Improve Attendance
Set clear attendance goals 80% of LAUSD students attending 96% of
the time
Implementation of RTI2 Framework Tiered Intervention
Common language
Support to schools and offices Interactive Attendance Policy and Procedure
Manual
New MyData Reports
Attendance Rates by Bands
Percentage of Students with Attendance Rates:
LESS THAN87%
87 - 91% 92 - 95% 96 - 99% 100%
Elementary 6.0% 7.0% 22.4% 33.2% 31.4%
Secondary 9.3% 9.8% 19.0% 46.3% 15.7%
All Students 7.8% 8.5% 20.5% 40.4% 22.8%
Universal Level80% of all students
should be attending 96% of the time
LEVELSProficient: 96+ % in-seat attendance
Perfect Attendance: 100% with less than 3 tardies
Selected(At-risk Students)
LEVELSBelow Basic: 91-87 % in-seat attendance
15 - 24 days absentBasic: 95-92 % in-seat attendance
10 – 14 days absent
Targeted/Intensive
LEVELFar Below Basic
<87% in-seat attendance25 + days absent
3 TieredApproach toAttendance
Adapted from Sprague & Walker, 2004
*Re-teach Attendance * Systems of Identification*Student/family supports *Documentation & Monitoring * Team Meetings (COST/SST)
*Intensive Interventions *SART & SARB Meetings*Specific and individualized plans *Educational alternatives/options *Case Managed support
*Teach Attendance *Reinforce good habits*Positive School Climate
* Communicate goals* Attendance plans
What Does This Look Like at aSchool?
Best Practices School Example
Assistant Principal: Dr. Adrian Magee
PSA Counselor: Rocio Jimenez, MSW
WILMINGTON MIDDLE SCHOOLLocal District 8
Response to Instruction and Intervention
Attendance Component
Academic Systems Behavioral Systems
1-5% 1-5%
5-10% 5-10%
80-90%80-90%
Intensive, Individual Interventions
•Individual Students
•Assessment -based
•High Intensity
Intensive, Individual Interventions
•Individual Students
•Assessment -based
•Intense, durable procedures
Targeted Group Interventions
•Some students (at -risk)
•High efficiency
•Rapid response
Targeted Group Interventions
•Some students (at -risk)
•High efficiency
•Rapid response
Universal Interventions
•All students
•Preventive, proactive
Universal Interventions
•All settings, all students
•Preventive, proactive
Designing School -Wide Systems
for Student SuccessAttendance Systems
Adapted from:
ATTENDANCE GOAL:80% of students in-seat 96% of the time
How do we do thisusing the RTI2 Framework?
- Good first teaching in attendance- Positive school climate- Attendance Plan- Clear communication and expectations- Problem Solving Process- Early Intervention
Universal Level
80% of all studentsshould be attending 96% of the time
LEVELSProficient: 96+ % in-seat attendance
Perfect Attendance: 100% with less than 3 tardies
Selected(At-risk Students)
LEVELSBelow Basic: 91-87 % in-seat attendance
15 - 24 days absentBasic: 95-92 % in-seat attendance
8 – 14 days absent
Targeted/Intensive
LEVELFar Below Basic
<87% in-seat attendance25 + days absent
3 TieredApproach toAttendance
Adapted from Sprague & Walker, 2004
*Re-teach Attendance * Systems of Identification*Student/family supports *Documentation & Monitoring * Team Meetings (COST/SST)
*Intensive Interventions *SART & SARB Meetings*Specific and individualized plans *Educational alternatives/options *Case Managed support
*Teach Attendance *Reinforce good habits*Positive School Climate
* Communicate goals* Attendance plans
Universal LevelCORE ATTENDANCE CONCEPTS
1. Clear expectations of positive attendance (Goal = 96%)
2. Compulsory attendance laws
3. Benefits of good attendance (Should be motivational and relevant)
4. School calendar and schedules
5. Morning routines (importance, what they should look like, how toencourage at home)
6. Evening routines (importance, what they should look like, how toencourage at home)
7. Plans for coming to school (people to support you coming to school)
8. Creating “back-up” systems (others to support you that are differentfrom those in your plan)
9. Self-care (best practices for staying healthy, sleep requirements,mental health)
10. Consequences of poor attendance
ATTENDANCE HISTORY
•2004 -2005 93.34%
•2005 -2006 93.80%
•2006 -2007 95.03%
•2007-2008 95.95%
•2008-2009 96.20%
•2009-2010 96.67% (as of April 2010)
RTI2 = New Attendance Paradigm
80% of all students
attending 96% of the time
Universal Level
80% of all studentsshould be attending 96% of the time
LEVELSProficient: 96+ % in-seat attendance (1-7 absences)Perfect Attendance: 100% with less than 3 tardies
SelectedLEVELS
Below Basic: 91-87 % in-seat attendance15 - 24 days absent
Basic: 95-92 % in-seat attendance8 – 14 days absent
(At-risk Students)
Targeted/Intensive
LEVELFar Below Basic
<87% in-seat attendance25 + days absent
3 TieredApproach toAttendance
Adapted from Sprague & Walker, 2004
*Re-teach Good Attendance habits, SARTS,SST, COST, Carson Youth services, MaharHouse, Star View, Gang Diversion Team, Anti-Truancy Prevention, Truancy and ExcessiveAbsence Letters, Documentation & Monitoring,
Nurse, A/O clerks working w/students and Attendance office setup
* SARTS, SARB, Case Management,Community Services Coordination (LAPD,JIP, DMH, DCFS, Probation) In-school casecoordination with Deans, ADMIN Support,Counselors, and Community Referrals
Our Foundation: Teacher Support, ParentSupport, Administrators, Office Staff,Counselors, Deans, Nurse, Schoolpsychologist. (Attendance Policy)
Attendance Policy in enrollment packet, 2x ayear we send WMS attendance policy home,Copies of Attendance policy for handouts,Attendance Policy Posters, ConnectEdmessages, Recognize students with Perfectand Excellent Attendance, and Incentives
5%
26%
257students
69%
RTI ATTENDANCE PROJECT
257 students identified
Letters sent home to parents
Principal met with support staff to gain support
Support staff met with students to discuss attendanceand goals in homerooms
PSA monitored progress
LD8 RTI team provided consultative support
Community support and collaboration
GAP
Analysis:Score GAP
Weeks of
Intervention
Goal=
WCPM/W
eek
Significant
Gap?
Significant
Gap bet.
Student &
Peer
Student's Current Level23 2.3 12 2.5 Yes 2.3
Peer Current level 53 1.0 12 0.0 No
Benchmark 53
ASSESSMENT Initial Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10
STUDENTS 257 245 231 215 208 206 197 189 186
AIMLINE 257 244 231 219 206 193 180 167 155 142 129
BENCHMARK/GOAL 129 129 129 129 129 129 129 129 129 129 129
Yes
Wilmington Middle SchoolProgress Monitoring Record
Attendance Calculations
257
129
100
110
120
130
140
150
160
170
180
190
200
210
220
230
240
250
260
270
280
Initi
al
Week
1
Week
2
Week
3
Week
4
Week
5
Week
6
Week
7
Week
8
Week
9
Week
10
Time
Nu
mb
er
of
Stu
den
ts
AIMLINE STUDENTS BENCHMARK/GOAL
From MyData Reports
2008 – 2009 = 75.3% @ 96%*
2009 – 2010 = 76.6% @ 96%*
* As of April 2010
Wilmington Middle SchoolLocal District 8
“Attendance Matters!”
Principal: Veronica Aragon
Assistant Principal: Dr. Adrian Magee
PSA Counselor: Rocio Jimenez, MSW
